Equity in Mathematics Education in the United States
On July 31, 2024, Dr. Megan Staples, an associate professor of mathematics education at the University of Connecticut (2024 USNews Ranking: 58) , published an insightful article in UConn Today that delves into the pressing issue of equity in mathematics education across the United States. Dr. Staples highlights a significant and persistent disparity in mathematics education, particularly between students from lower socioeconomic backgrounds and their higher-income peers. Despite decades of reform efforts, educational policymakers and practitioners often focus narrowly on improving standardized test scores and academic performance, neglecting the broader goal of fostering genuine mathematical understanding and confidence among all students.
Dr. Staples argues that true equity in mathematics education transcends mere score parity; it involves equipping students with the mathematical skills necessary to make informed personal and professional decisions. This perspective is crucial, as it shifts the focus from a simplistic view of educational success—defined solely by grades and test results—to a more holistic understanding of what it means to be mathematically literate in today’s world.
The article presents the case of a student named Jasmine, who, despite excelling in mathematics during her high school years, experiences anxiety when faced with real-world mathematical applications. Jasmine’s story is emblematic of a broader trend affecting many students, particularly those from historically marginalized groups. These students often encounter challenges that hinder their ability to apply mathematical concepts in practical situations, ultimately impacting their academic trajectories and life outcomes.
To address these inequities, Dr. Staples collaborated with other educators from the Connecticut Mathematics Education Association to develop a statement of equity principles, which received support from the Connecticut State Board of Education. This statement outlines three key commitments: first, to cultivate a positive mathematical identity among students, thereby enhancing their confidence; second, to modernize the mathematics curriculum to align with students’ career aspirations; and third, to ensure that state policies and district definitions of mathematical proficiency are coordinated to eliminate unnecessary barriers.
Dr. Staples emphasizes that merely increasing test scores and expanding access to advanced courses will not suffice to achieve genuine educational equity. Instead, she calls on educators and policymakers to consider students’ identities and design mathematics curricula that resonate with their life and career goals. This approach aims to create a more inclusive and equitable mathematics education system, one that empowers all students to thrive.
Impact of Socioeconomic Status on Student Performance in Mathematics
The disparities highlighted by Dr. Staples are not isolated phenomena; they are deeply rooted in the socioeconomic fabric of American society. Research published in Frontiers in Education on September 13, 2021, underscores the significant impact of socioeconomic status (SES) on children’s mathematical achievement. The study reveals that SES plays a crucial role in shaping children’s mathematical abilities, particularly at the onset of formal education.
The research focuses on two aspects of self-regulation: executive function (EF) and behavioral self-regulation (BSR), both of which mediate the relationship between SES and mathematical achievement. Utilizing longitudinal data from a study in Singapore involving 1,257 children, the findings indicate that improvements in EF are associated with enhanced mathematical performance. Notably, even after controlling for children’s non-verbal reasoning abilities and prior mathematical achievements, the influence of EF and BSR remains significant.
Children from low SES backgrounds often exhibit weaker EF and BSR skills, which can place them at a disadvantage in mathematics learning. This insight is critical for educators and policymakers, as it suggests that interventions aimed at improving mathematical outcomes for low SES children should also focus on enhancing self-regulation skills. By addressing these foundational skills, educators can help bridge the gap in mathematical achievement that often correlates with socioeconomic disparities.
Strategies for Improving Student Confidence in Mathematics
The challenges faced by students like Jasmine are further exacerbated by systemic issues within the educational landscape. The National Assessment of Educational Progress (NAEP) released results from the 2022 mathematics assessments on February 29, 2023, revealing that the American education system has failed to provide the necessary resources for students, resulting in troubling mathematics performance. The data indicates that since 2013, mathematics scores have stagnated, with the COVID-19 pandemic exacerbating the plight of low-performing students.
While high-performing students have seen some improvement, low-performing students have experienced significant declines, highlighting an expanding gap between different student groups. The Education Trust (EdTrust) emphasizes that school climate and equitable access to mathematics education are critical factors influencing student performance. Particularly, Black and Latinx students face systemic barriers in enrolling and persisting in STEM courses, despite their strong aspirations to pursue higher education and STEM fields.
According to NAEP data, the average scores of eighth-grade Black and Latinx students, as well as low-income students, fell below the basic level of proficiency in mathematics. Alarmingly, more than half of Black and Latinx students reported lacking the necessary support and guidance to succeed. The pandemic has further exacerbated these disparities, with low-income students showing particularly poor performance in 2022 compared to 2019.
In response to these challenges, EdTrust advocates for states and school districts to implement evidence-based strategies to strengthen foundational mathematics concepts. This includes automatic enrollment policies to ensure equitable access to advanced courses and fostering a positive school climate. By adopting these measures, educational institutions can help more Black, Latinx, and low-income students access high-quality mathematics education, thereby enhancing their mathematical abilities and self-confidence.
The Role of Curriculum Modernization in Achieving Educational Equity
As the landscape of education continues to evolve, the modernization of curricula emerges as a pivotal strategy for achieving educational equity. The introduction of digital learning platforms has the potential to transform educational access and inclusivity, particularly in regions facing geographical and socioeconomic barriers. While the context of this transformation is often discussed in international settings, such as Bangladesh, the principles of digital learning can be applied to the U.S. educational system as well.
In Bangladesh, where approximately 51% of the population struggles with literacy, digital learning has emerged as a powerful tool to provide equitable educational opportunities. The country has made significant strides in education since its independence in 1971, yet challenges remain in ensuring quality education for all. The introduction of digital learning platforms has connected rural classrooms with qualified teachers in urban centers, benefiting thousands of children from remote areas.
Despite facing challenges such as unstable internet connectivity and a lack of digital devices, the COVID-19 pandemic has accelerated the development of online educational infrastructure. The future of education in Bangladesh—and indeed, in the U.S.—is closely tied to the advancement of digital learning, which can play a crucial role in ensuring that every citizen has the opportunity to learn and grow.
In the U.S., the modernization of mathematics curricula through digital platforms can help address the inequities highlighted by Dr. Staples. By providing diverse and engaging learning experiences that resonate with students’ interests and career aspirations, educators can foster a more inclusive environment. This approach not only enhances mathematical understanding but also builds the confidence necessary for students to apply their knowledge in real-world contexts.
Conclusion
Dr. Megan Staples’ article sheds light on the critical issue of equity in mathematics education in the United States, emphasizing the need for a paradigm shift in how we approach teaching and learning in this essential subject. The persistent disparities in mathematical achievement, particularly among students from lower socioeconomic backgrounds, underscore the importance of addressing the root causes of these inequities.
By focusing on the development of students’ mathematical identities and confidence, modernizing curricula to align with their career goals, and ensuring that educational policies are coordinated to eliminate barriers, we can create a more equitable mathematics education system. The insights from research on the impact of socioeconomic status, the need for improved student confidence, and the role of curriculum modernization all contribute to a comprehensive understanding of how to achieve educational equity.
As we move forward, it is imperative that educators, policymakers, and communities work collaboratively to implement strategies that empower all students to succeed in mathematics. By fostering an inclusive and supportive learning environment, we can ensure that every student has the opportunity to thrive, ultimately leading to a more equitable and just society.
